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Mission Statements, Values, and Practice: The Case of Love of Learning

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Title: Mission Statements, Values, and Practice: The Case of Love of Learning
Language: English
Authors: Jamie Herman
Source: Philosophical Inquiry in Education. 2025 32(2):1-14.
Availability: Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Position Papers, Values, Educational Practices, Educational Attitudes, Learner Engagement, Learning Experience, Educational Environment
ISSN: 2369-8659
Abstract: 'Love of learning' is a phrase that appears frequently in school mission statements, among others with similar connotations. Using 'Love of learning' as a case, I employ comparative conceptual analysis to characterize the value underlying the phrase before reviewing the implications this holds for practice in schools that use the phrase in their mission statements. I argue 'Love of learning' refers to a distinct, intrinsically valuable phenomenon that implies a particular type of learning experience. A commitment to fostering 'love of learning' at school would require developing environments conducive to each student having this particular learning experience. This carries implications for practice, particularly in schools that include fostering 'love of learning' in their mission statements. As a case, the conceptual analysis of 'love of learning' presented here demonstrates the need to review mission statements to assess whether values conveyed therein align with institutional practices. [Note: The volume and issue numbers (v33 n1) shown on the PDF are incorrect. The correct volume and issue numbers are v32 n2.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489582
Database: ERIC
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  Data: 'Love of learning' is a phrase that appears frequently in school mission statements, among others with similar connotations. Using 'Love of learning' as a case, I employ comparative conceptual analysis to characterize the value underlying the phrase before reviewing the implications this holds for practice in schools that use the phrase in their mission statements. I argue 'Love of learning' refers to a distinct, intrinsically valuable phenomenon that implies a particular type of learning experience. A commitment to fostering 'love of learning' at school would require developing environments conducive to each student having this particular learning experience. This carries implications for practice, particularly in schools that include fostering 'love of learning' in their mission statements. As a case, the conceptual analysis of 'love of learning' presented here demonstrates the need to review mission statements to assess whether values conveyed therein align with institutional practices. [Note: The volume and issue numbers (v33 n1) shown on the PDF are incorrect. The correct volume and issue numbers are v32 n2.]
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